Ruchy gałek ocznych podczas oceny poprawności zapisu wyrazów jako wskaźnik rozwoju świadomości ortograficznej młodzieży z dysortografią

Eye movement while evaluating the correctness of spelling as an indicator of the development of spelling awareness in adolescents with a spelling disorderIn this paper we discuss the problem whether the disorder of the development of spelling awareness visible in the form of spelling errors occurs at the level of the visual perception of words. It was assumed that, in an eye-tracker study, adolescents aged 13–15 years with a spelling disorder (N = 32) will have a different pattern of eye movement in the task of evaluating the correctness of spelling in word and pseudo-word tasks than good spellers (N = 19). The main result was the lack of inter-group differences with regard to most indicators of eye movement. This means that both groups examine the words with a spelling diffi culty in a similar, visual way. There is no difference between the level of engagement and direction of visual attention. The disorder of the development of spelling awareness, therefore, is not the result of the problems with perception and attention

Wykorzystywanie instytucjonalnych i innych form terapii przez uczniów z dysortografią

There is a well organized therapeutic system for students with spelling disorders in Poland. The aim of the study was to analyze how students with spelling disorders use the therapeutic systems and other available forms of support. An on-line survey was conducted. Parents and their children and adolescents with spelling disorders participated in the study. Obtained results showed that almost all students use some form of therapeutic support. Students typically attend therapeutic sessions at different institutions once a week. They practice their spelling abilities at home twice a week. Parents and children evaluate methods of therapy as medium and/or more efficient. 82% of people with dysortography evaluate their regularity of work as very low, low and average. There is a need to extend the range of therapies for students with spelling disorders.W Polsce istnieje dobrze zorganizowany system pomocy terapeutycznej dla uczniów z dysortografią rozwojową. Celem badań była analiza sposobów korzystania przez dzieci i młodzież z dysortografią z oferty terapeutycznej i innych dostępnych form pomocy. Przeprowadzono badanie ankietowe drogą internetową. Uczestnikami badania byli zarówno rodzice jak i dzieci i młodzież z zaburzeniami w pisaniu. Na podstawie uzyskanych wyników wnioskuje się, że niemal każdy uczeń jest objęty jakąś formą pomocy terapeutycznej. Uczniowie korzystają z terapii instytucjonalnej zwykle tylko raz na tydzień, natomiast domowe ćwiczenia wykonują dwa–trzy razy w tygodniu. Rodzice i dzieci oceniają stosowane metody terapii jako średnio lub/i raczej skuteczne. 82% osób z dysortografią ocenia swoją systematyczność w pracy nad problemem jako bardzo niską, niską i przeciętną. Wskazane jest poszerzanie oferty pomocy terapeutycznych dla uczniów z zaburzeniami w pisaniu

Identifying experts in the field of visual arts using oculomotor signals

In this article, we aimed to present a system that enables identifying experts in the field of visual art based on oculographic data. The difference between the two classified groups of tested people concerns formal education. At first, regions of interest (ROI) were determined based on position of fixations on the viewed picture. For each ROI, a set of features (the number of fixations and their durations) was calculated that enabled distinguishing professionals from laymen. The developed system was tested for several dozen of users. We used k-nearest neighbors (k-NN) and support vector machine (SVM) classifiers for classification process. Classification results proved that it is possible to distinguish experts from non-experts

The Effect of Art Expertise on Eye Fixation-Related Potentials During Aesthetic Judgment Task in Focal and Ambient Modes

This study aimed to determine the effect of expertise on the eye fixation-related potentials (EFRPs) during the aesthetic evaluation of images, independently in focal and ambient modes of visual processing. Focal and ambient modes were identified by averaging EFRP waveforms about the beginning of long eye fixations followed by short saccades and short fixations followed by long saccades, respectively. Thirty experts with formal training in visual arts and thirty-two non-experts freely viewed 150 figurative paintings presented for 20 s, each. After viewing the painting, the participant answered the question: “Is this painting beautiful?” Differences were found between the group of experts and non-experts due to the amplitude of EFRPs but only in focal mode, which is related to top-down, focused attention on the objects. Long fixations of experts had a higher amplitude of the parietal P2 recorded from right site than non-experts. In the group of experts, the frontal P2 was higher for long fixations on not beautiful paintings in comparison to long fixation on beautiful paintings. Moreover, in focal mode, there were higher occipital lambda response and N1-P2 complex for not beautiful than beautiful paintings. These results are discussed in the light of the results of studies on the effect of visual art expertise on event-related potentials (ERPs), ERP studies during aesthetic judgment task, and the knowledge of different modes of visual processing and EFRPs

Argumentacja w edukacji: postulaty badań edukacyjnych w polskiej szkole argumentacji

Uwzględniając dotychczasową działalność Polskiej Szkoły Argumentacji, w szczególności jej działalność edukacyjną wyeksponowaną podczas XV konferencji ArgDiaP, sformułowaliśmy postulaty dotyczące dalszej działalności edukacyjnej Szkoły. Ich realizacja w ciągu najbliższych lat mogłaby stanowić grunt dla długoterminowych celów edukacyjnych, takich jak (1) opracowanie spójnego programu nauczania sztuki argumentowania i krytycznego myślenia w szkołach podstawowych i średnich oraz (2) zaprojektowanie ogólnopolskich standardów i ram nauczania przedmiotów powiązanych z argumentacją i krytycznym myśleniem na poziomie studiów uniwersyteckich

Quantitative and Qualitative Dimensions of Objects as Typicality Determinants

In most of the recent categorization research the mean prototype models of categorization were, explicitly or implicitly, assumed to be more useful in the explanation of the „typicality effect” i.e. the graded structure of categories than modal prototype models. The aim of this study is to test the hypothesis that the usefulness of the model of categorization depends on dimensions (qualitative vs. quantitative) of classified objects. In other words, it was hypothesized that in category learning and the very categorization process, qualitative dimensions play a more important role (as determinants of typicality effect) than quantitative ones. Six experiments were carried out. Each category used in the experiments was always described in terms of two dimensions (qualitative - shape and color vs. quantitative - size and localization). The following results were obtained:(1) at the stage of learning categories the typicality effect is to a greater extent determined by the frequency of occurrence of the objects which have particular shape rather than by the frequency of occurrence of the objects which have a determined size, localization or color. In other words, if the classified objects differ as to their shape, then the typicality of the exemplars of a category is a function of their similarity to a modal prototype estimated with regard to this dimension. On the other hand, if the classified objects have a similar shape, but they are different as regards their size, localization and color, then the typicality of those objects is to a greater extent determined by their similarity to mean prototypes estimated for quantitative dimensions rather than by their similarity to modal prototypes. In case of stimuli categorization described by way of quantitative dimensions exclusively, both dimensions equally determine the effect of a typical character;(2) in the process of classifying stimuli to the previously learnt categories the most important influence on the typicality of objects has their similarity to modal prototypes estimated for those quantitative and qualitative dimensions which constitute the basis of their categorization. In the experiment in question in which objects were described by way of quantitative dimensions it has been stated that any of those dimensions, i.e. size or localization, played a more basic function in the processes of forming the graded structure of categories

Original article The effect of three-dimensional imaging of well-known objects on time and accuracy of mental rotation

Background The purpose of this study was to verify hypotheses concerning the effect of three-dimensional imaging and the canonicity of objects presented in the original position on the reaction time (RT) and the accuracy (A) of mental rotation task (MRT) execution. The classical paradigm of MRT, developed by Shepard and Metzler (1971), was used in the experiment. Participants and procedure One hundred fifty-eight undergraduate students (88 female and 70 male), aged 18-30 years, participated in the experiment. All participants had normal vision or corrected vision, and reported no stereo blindness. The sequential version of the MRT was used in the experiment. Participants answered whether the object observed in the second position was only rotated or both rotated and mirror-reversed, in comparison to its original position. The answer (accuracy) and its latency (RT) were recorded. Results As predicted by the mental rotation model, both the “U”-shaped A-MRT distribution and the inverted “U”-shaped RT-MRT distribution were found, due to the angular disparity. For the RT-MRT, this effect was more pronounced when the objects were displayed stereoscopically than in a plane, and when the objects were presented in the original position from the canonical orientation rather than an unusual point of view. On the other hand, in the case of the A-MRT, an effect of the orientation of objects presented in the original position on strengthening the relationship between accuracy and angular disparity was found. Conclusions The results indicated that the interactions between the presentation of the objects in the mental rotation task (stereoscopically vs. in a plane) and the orientation of the object in its original position (canonically vs. unusual) are more complicated than would appear from predictions of classical theories of mental rotation. The results of this study are discussed in relation to the theories of recognition and categorization

Ruchy gałek ocznych podczas oceny poprawności zapisu wyrazów jako wskaźnik rozwoju świadomości ortograficznej młodzieży z dysortografią

In this paper we discuss the problem whether the disorder of the development of spelling awareness visible in the form of spelling errors occurs at the level of the visual perception of words. It was assumed that, in an eye-tracker study, adolescents aged 13–15 years with a spelling disorder (N = 32) will have a different pattern of eye movement in the task of evaluating the correctness of spelling in word and pseudo-word tasks than good spellers (N = 19). The main result was the lack of inter-group differences with regard to most indicators of eye movement. This means that both groups examine the words with a spelling diffi culty in a similar, visual way. There is no difference between the level of engagement and direction of visual attention. The disorder of the development of spelling awareness, therefore, is not the result of the problems with perception and attention